Latinx Student Assets, College Readiness, and Access: Are We Making Progress?

While previous research has focused on the continuing educational disparities between the growing Latinx population and other racial/ethnic groups, this study focuses on the importance of the assets and enrichment opportunities that determine variability in Latinx student college access. Using the n...

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Bibliographic Details
Published in:Education sciences 2020-04, Vol.10 (4), p.100
Main Authors: Hurtado, Sylvia, Ramos, Hector Vicente, Perez, Edwin, Lopez-Salgado, Xochilth
Format: Article
Language:English
Subjects:
Access to Education
Admission Criteria
Advanced Placement
asset bundle theory
college access
College Applicants
College Attendance
College Credits
College Entrance Examinations
College Readiness
English Language Learners
Enrichment Activities
Gender Differences
Grade Point Average
Graduation Rate
High School Students
Higher Education
Hispanic American Students
Institutional Characteristics
Latinx college students
Longitudinal Studies
Low Income Groups
Parent Aspiration
Racial Differences
School Location
Selective Admission
selective institutions
Self Concept
Social aspects
Social Mobility
Social Networks
Student Attitudes
Student Characteristics
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Summary:While previous research has focused on the continuing educational disparities between the growing Latinx population and other racial/ethnic groups, this study focuses on the importance of the assets and enrichment opportunities that determine variability in Latinx student college access. Using the nationally representative 2009–2016 High School Longitudinal Study data, the authors employed multivariate analyses to study the effects of five asset bundles considered student endowments, including indicators of college readiness, on the number of college applications and the selectivity of the institution Latinx students decided to attend. The results indicate that differences in college readiness (high school GPA, AP credits) and material resources (Pell grants, student belief in parents’ ability to afford selective colleges) are the main predictors of not only being strategic in the college application process but also result in more selective college enrollment where students’ chances of college completion are higher. Asset bundles, however, do not completely explain social identity disparities based on gender and English language learner status. Further research is needed to advance asset-based models for Latinx students and the social mobility of students from low-income backgrounds and other social identities.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci10040100